Educational Change Amongst English Language College Teachers in China : : Transitioning from Teaching for General to Academic Purposes.

• Author: Li, Yulong.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (157 pages)

Table of Contents

• Intro
• Contents
• Abbreviations
• 1 Introduction
• 1.1 An EAP Reform Coming to China
• References
• 2 EAP and EAP Teachers
• 2.1 The Concept of EAP
• 2.2 Redefinition of EAP as Multiple Literacies
• 2.2.1 Under Traditionalism: Language as a System and EAP as Academic Literacy
• 2.2.2 Under Progressivism: Language as Discourse and EAP as Disciplinary Cultural Literacy
• 2.2.3 Under Criticalism: Language as Ideology and EAP as Critical Literacy
• 2.2.4 Under Digitalism: New Meanings of Language and EAP as Digital Literacy
• 2.3 EAP Teacher Development
• 2.4 Research Rationales and Research Questions
• References
• 3 Research Methodology
• 3.1 Introduction
• 3.2 Philosophical Paradigms: Interpretivisim
• 3.3 Methodology
• 3.3.1 Ethnography
• 3.3.2 Phenomenology
• 3.3.3 Phenomenological Ethnography
• 3.4 Fieldwork Methods
• 3.4.1 Participant and Non-participant Observations
• 3.4.2 Ethnographic and Phenomenological Interviews
• 3.4.3 Researcher as Tool: Etic and Emic
• 3.4.4 Documentary Analysis
• 3.5 Positionality and Reflexivity
• 3.6 Plan for Data Analysis and Organisation
• 3.6.1 Thick Description: The First Layer of Data
• 3.6.2 Multiple Case Studies: The Second Layer of Data
• 3.7 Trustworthiness
• 3.8 Generalisability
• 3.9 Ethical Concerns
• 3.10 Summary
• References
• 4 Findings
• 4.1 Introduction
• 4.2 Thick Description
• 4.2.1 Field Context
• 4.2.2 Positionality of the Author as a Researcher Entering the Field: Summary of Field Notes
• 4.3 Case Study 1: Fielding
• 4.3.1 Life History of Fielding
• 4.3.2 Getting to Know Fielding
• 4.4 Case Study 2: Lisa
• 4.4.1 Life History of Lisa
• 4.4.2 From Knowing to Participation
• 4.4.3 EAP Is a Logic and "Disguised" Language for Doing Research
• 4.4.4 Lisa's Perspective on the Distinction Between EAP and EGP and the Shanghai EAP Reform.
• 4.4.5 Giving Prescriptive Discursive Samples
• 4.4.6 Inserted Humanity into EAP Teaching
• 4.4.7 Empowering Students and Helping Them Make Their Voices Heard
• 4.4.8 Locating Problems in EAP Reform and Teaching
• 4.5 Case Study 3: Bluewitch
• 4.5.1 Life History of Bluewitch
• 4.5.2 My Interaction with Bluewitch
• 4.5.3 The Uniqueness of Bluewitch's EAP Theory
• 4.5.4 What Does Bluewitch Think About the EAP Reform and the EAP Courses Offered at Other Similar Universities?
• 4.5.5 The Features of Bluewitch's EAP Course
• 4.6 Case Study 4: Rui
• 4.6.1 Life History of Rui
• 4.6.2 My Two Years of Contact with Rui
• 4.6.3 Rui's Understanding of EAP
• 4.6.4 The Difference Between EGP and EAP
• 4.6.5 Rui's Opinion on Shanghai EAP Reform
• 4.6.6 Using the Classics to Enlighten Students' Thinking
• 4.6.7 Using Emotion to Teach
• 4.6.8 The Influence of Rui's Background on Her EAP Teaching
• 4.7 Summary
• References
• 5 Discussion
• 5.1 Introduction
• 5.2 How Do the Teachers in a Pedagogical Transition from EGP Formulate Their Epistemology of EAP?
• 5.2.1 Knowledge of EAP Is from the Teachers' Eclectic Theories and Experiences
• 5.2.2 The Overlap Between the Teachers' EAP Knowledge and Current Theories
• 5.2.3 Teachers' Perception of Difference Between EGP and EAP
• 5.3 How Does the Transition from Teaching EGP to EAP Influence the Teachers' Career as College English Teachers?
• 5.3.1 The Transition from EGP to EAP Fulfils the Teachers' Education Ideals
• 5.3.2 EGP-EAP Transition as Teachers' Self-growth
• 5.3.3 EAP Helped Teachers Boycott Career Crisis
• 5.3.4 EAP Stimulates Teachers to Become Researchers with Visions of Home and Abroad
• 5.4 How Do the Teachers Perceive the Challenges and Opportunities Posed by the Shanghai EAP Reform?
• 5.4.1 "Teachers Are not Ready"
• 5.4.2 Challenges Arising from Limited Resources.
• 5.4.3 Potential Gaps for Chinese Students to Study EAP
• 5.4.4 Problems with the Shanghai EAP Reform Policy from Teachers' Perspectives
• 5.5 Summary
• References
• 6 Implications and Conclusion
• 6.1 Introduction
• 6.2 Implications for EAP Theory Update
• 6.3 Implication for Improving EAP Teachers' Professionalism
• 6.4 Implications for Updates to the Shanghai EAP Language Policy
• 6.5 Implications for Preparing Students for Learning EAP
• 6.6 Implications for How to Optimise the EAP Pedagogy
• 6.7 Implications for Coordinating Resources
• 6.8 Conclusion
• 6.8.1 Recap and Significance of the Research
• 6.8.2 Limitations and Future Works
• References.